3. Power and Status Theories in Teachers' Professional Development

  1. Jeff Adams2,
  2. Matt Cochrane3 and
  3. Linda Dunne3
  1. Karen Castle

Published Online: 5 OCT 2011

DOI: 10.1002/9781119950844.ch3

Applying Theory to Educational Research: An Introductory Approach with Case Studies

Applying Theory to Educational Research: An Introductory Approach with Case Studies

How to Cite

Castle, K. (2011) Power and Status Theories in Teachers' Professional Development, in Applying Theory to Educational Research: An Introductory Approach with Case Studies (eds J. Adams, M. Cochrane and L. Dunne), John Wiley & Sons, Ltd, Chichester, UK. doi: 10.1002/9781119950844.ch3

Editor Information

  1. 2

    University of Chester, UK

  2. 3

    Edge Hill University, UK

Author Information

  1. Manchester Metropolitan University, UK

Publication History

  1. Published Online: 5 OCT 2011
  2. Published Print: 7 OCT 2011

ISBN Information

Print ISBN: 9780470972366

Online ISBN: 9781119950844

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Keywords:

  • power and status theories in teachers' development;
  • Apple's theoretical approach to power;
  • Foucault and Gramsci's power and hegemony;
  • teachers' CPD;
  • CPD, continuing professional development;
  • Gramsci's theory of hegemony;
  • effectiveness of using theory;
  • Apple's theories of power;
  • Foucault's theory of power;
  • Goodson's approach to teachers' identity

Summary

This chapter contains sections titled:

  • Introduction to the Research Project

  • Theories Explained and their Use Justified in the Context of this Research Project

  • The Application of Theory to the Research

  • The Relevance and Effectiveness of Using Theory

  • Summary Conclusions and Recommendations

  • References